On March 10, 2026, the New York State Board of Regents voted to approve a new statewide instructional requirement for climate education. The National Wildlife Federation’s Climate & Resilience Education Task Force (CRETF) and Youth Steering Committee (YSC) were instrumental in that victory which took years of coordinated intergenerational advocacy, movement-building, and collaboration with state policymakers. NWF ensured that YSC students were at the center of the legislative effort in New York.

Through facilitated weekly meetings throughout the school year, sessions with expert guest speakers, field trips, and plenty of opportunities for civic engagement, the program is continuing to nurture the next generation of climate literate leaders and changemakers.

Young Climate Leaders Build a Statewide Community Across New York

Since launching with seven students in 2020, the YSC program has grown into a statewide cohort of 54 high schoolers from New York City, Westchester, Long Island, and Buffalo. At their first in-person gathering on October 25, 2025, students met at the New York Society for Ethical Culture in Manhattan for lunch, climate-themed activities, and time to build community.

Over the course of 26 facilitated weekly meetings and six in-person events, students learned from more than a dozen climate professionals, and built skills in public speaking, facilitation, collaboration, and project management. They then put those skills to work in the real world by advocating for state climate education funding and greener, healthier schools at New York City Hall. Highlights from the 2025–26 program follow.

Students Joined Partners at City Hall to Advocate for Green, Healthy Schools

As a member of the Climate Works for All coalition, CRETF joined labor, community, faith, environmental justice, and climate partners on the steps of New York City Hall in 2025 and 2026. Faiza Azam, an Align New York climate and labor organizer and former NWF RiSC student, invited YSC members to bring youth voices to the coalition’s Green, Healthy Schools campaign.

On the steps of City Hall, Sarah Z. and Ginger C. spoke at press events on September 3, 2025, and May 20, 2026 respectively, urging city leaders to invest in safer, greener school buildings while their peers stood with them in support.

Honoring Representatives of the New York State Board of Regents

On January 16, 2026, eight YSC students prepared and delivered remarks at an in-person CRETF event honoring three New York State Board of Regents representatives who supported CRETF’s push for a statewide climate change learning requirement. The students shared how the YSC program deepened their understanding of climate change, connected them with like-minded peers and mentors, and influenced their college and career goals. They thanked the Regents and presented them with personalized crystal awards.

“Participating in the YSC program this year was an incredibly meaningful and rewarding experience. The program gave me the opportunity to learn more deeply about climate change . . . while also connecting with students and educators who are passionate about creating positive change in their communities. Before joining YSC, I understood climate change in a general sense, but the program helped me see how closely environmental issues are connected to everyday life, public health, social justice, and the future of our world.” – James, New York City

A Field Trip to Windscape: Brooklyn’s Offshore Wind Education Center

On January 23, 2026, seven YSC students joined NWF Climate Education Program Manager Abby Jordan and NWF Offshore Wind Campaign Coordinator and former YSC participant Sasha Horvath at Windscape, New York’s first offshore wind education center, in Sunset Park, Brooklyn. From Windscape’s large windows, students could see the South Brooklyn Marine Terminal, a 60-acre facility set to become one of the nation’s largest offshore wind staging and assembly ports.

The terminal currently serves as the main hub for the 54-turbine Empire Wind 1 project under construction off Long Island. During the tour, students learned about offshore wind careers, turbine physics, how renewable energy connects to the grid, and industry practices for siting and managing installations.

Windscape staff offered a presentation about the center, offshore wind projects in New York and their career journeys. Afterward, Sasha shared her path from YSC participant to NWF employee and discussed NWF’s work to advance wildlife-friendly offshore wind projects across the United States.

Guest Speakers Enriched Student Learning and Inspired Career Pathways

YSC students heard from 13 guest speakers whose work spans science, education, communications, policy, labor organizing, coastal resilience, and sustainability.

Speakers included Arctic scientist Frances Crable; NWF Chief Scientist Dr. Diane Pataki; Climate Mama founder Harriet Shugarman; educator and Born Carbon founder Paola Garcia; Align New York climate and labor organizer Faiza Azam; CRETF policy team members Lynn Tiede, Megan Nordgren, and Laura Kosbar; YSC alumna Ellery Spikes; NWF Coastal Resilience Director Chris Hilke; Columbia Climate School Associate Dean Sandra Goldmark; New York Sea Grant specialist Nate Drag; and NYU sustainability communicator Alisson Vera.

“I am very glad I joined the YSC. . . the guest speakers helped me learn about diverse fields and what I wanted to study or learn more about.” – Anna, New York City

Beachgrass Planting in Coney Island Creek Park

YSC member Ridley and his father came down to Brooklyn from Buffalo to join several other YSC students, NWF staff, as well as corporate and community volunteers to plant beachgrass in Coney Island Creek Park on April 4, 2026 as part of NWF’s Resilient Schools and Communities (RiSC) program. They contributed to the tally of 40,000 plants planted in 2026 to combat sand migration, erosion, and coastal flooding in the community.

YSC Students Launch Their Own Peer-to-Peer Climate Education Initiative

In April 2026, YSC members Lottie, Madelyn, Charlotte and Ava formally launched Advancing Climate Education in Schools (ACES). ACES brings climate education directly into schools through a peer-to-peer model that has high school volunteers teaching interactive, hands-on workshops to elementary and middle school students. Lottie won a 2026 Green Difference Award from Project Green Schools for her role in advancing ACES.

ACES founders have developed age-appropriate mini-lessons across five themes (Sun, Water, Air, Land, and Human Behavior) covering topics like solar energy, wind energy, fast fashion and water conservation. Workshops include hands-on activities that help abstract concepts make sense. Schools are gifted with books related to each presentation so that learning can continue. By the end of the summer, ACES will have visited seven New York City schools and participated in a Youth Climate Summit.

Celebrating Another Successful Year

The YSC program concluded on May 27 with an in-person meeting and dinner at New York University (NYU), featuring a visit from Alisson Vera of NYU’s Office of Sustainability, who spoke with students about the university’s Swap Shop. The shop collects and sorts items donated through the university’s Green Apple Move Out program, offers them free to incoming students, and kept 12,000 items out of landfills in its first year.

During the closing ceremony, YSC students received certificates of completion, some were recognized for perfect attendance, and two students won copies of Ayana Elizabeth Johnson’s paperback, What If We Get It Right? Most participants will receive honorariums for their participation and engagement. Student testimonials reveal the undeniable impact of the YSC program on participants in terms of bonds formed, and knowledge, confidence, and leadership skills gained.

Many seniors are going on to their choice colleges including Stanford, Yale, Cornell, Georgia Institute of Technology, SUNY Binghamton, McGill, and Vassar. Several received prestigious scholarships and many are planning to study environmental topics in college including environmental science/engineering/policy, government, journalism, and global health.

YSC alums, like Ellery Spikes, have continued their climate education advocacy in college. We couldn’t be more proud of what these young people have already accomplished, and look forward to seeing the remarkable ways they will shape their communities and the world in the years to come.

“The CRETF allowed me to connect to peers and build closer relationships with those around me. It opened doors of opportunities in my community for climate action and enabled me to expand my climate literacy. I really loved the experiences, and it will be something I carry with me for the rest of my life.” – Rafael (at CRETF meeting, January 16, 2026. Credit: Cynthia Carris) Yonkers, NY

To learn more about the YSC visit the website.

We are excited to announce the recipients of the 2026 Wild Kingdom grant awards: California State University Sacramento, Fort Valley State University (Georgia), Massasoit Community College (Massachusetts), Stony Brook University (New York), Thomas More University (Kentucky), the University of Mississippi, the University of Nebraska-Lincoln, The University of Texas at El Paso, and West Virginia University.

Read the grant project summaries below.

California State University, Sacramento

California State University (CSU) Sacramento, better known as Sac State, is located along the American River and is the only public university in the capital of California (the fourth-largest economy in the world). Sac State has grown to the sixth-largest campus in the CSU system and is one of the region’s leading centers of research, innovation, and community engagement.

Sac State is a proud federally recognized Hispanic-Serving Institution and Asian American Native American Pacific Islander-Serving Institution, as well as a California State Assembly recognized Black-Serving Institution.

Through the support of the Wild Kingdom grant program, Sac State will conduct research to improve conservation strategies for wildlife species affected by environmental change, particularly those living in close association with human infrastructure. This project will focus on the Mexican free-tailed bat (Tadarida brasiliensis), a species that forms large colonies throughout California’s Central Valley and frequently roosts in bridges and buildings.

These anthropogenic structures create opportunities for human-wildlife coexistence but may also expose bats to dangerous thermal conditions during extreme heat events. By studying how bats regulate body temperature during heat waves, this project aims to generate data that can guide wildlife-friendly infrastructure design and improve conservation outcomes for this important species.

Fort Valley State University, Georgia

Located in the heart of Georgia, Fort Valley State University occupies the second-largest acreage of any Georgia university and is the only university in the world that is simultaneously a University System of Georgia institution, a historically black university, and an 1890 land-grant institution.  

Through the support of the Wild Kingdom grant program, Fort Valley will help restore 100 acres of longleaf pine forest (Pinus palustris) on campus property. The longleaf pine ecosystem—once spanning 90 million acres stretching from Virginia to Texas—is crucial to the Southeast, but human activity has caused a drastic decline in acreage.

The restoration will aid in the recovery of native species around the university and serve as an educational forest for both students and landowners and will ultimately provide a healthy habitat for people and wildlife. This project will not only provide an outdoor classroom for students but will also cultivate a deeper bond between students and the invaluable forests, fostering a sense of stewardship and connection to the natural world.

Massasoit Community College, Massachusetts

Massasoit Community College is a public institution in Brockton, Massachusetts. The Massasoit Pollinator Monitoring Project has monitored wild bee populations at six campus study sites on a bi-weekly schedule for the past ten years.

The program has collected, preserved, and identified approximately 23,000 bee specimens, creating a robust long-term dataset on pollinator diversity and abundance in an urban campus ecosystem. Because the proposed native meadow restoration will occur adjacent to one of these established monitoring sites, this new project benefits from an existing quantitative framework to measure ecological outcomes.

Through the support of the Wild Kingdom grant program, Massasoit will restore and revitalize a native habitat meadow located on its Brockton campus by increasing the diversity and abundance of native plants, shrubs, and trees while removing invasive non-native species.

The meadow is home to the half-black bumble bee (Bombus vagans), a bumble bee species experiencing regional population decline in northeastern North America, and the Carlin’s mining bee (Andrena carlini), a ground-nesting bee whose status has shifted over time according to historical museum records.

Meadow restoration will involve the introduction and expansion of populations including several regionally significant and threatened native plants, such as Nantucket shadbush (Amelanchier nantucketensis), mayflower (Epigaea repens), and wild senna (Senna hebecarpa).

Stony Brook University, New York

Stony Brook University is part of the State University of New York (SUNY) system, an internationally recognized research institution, located on the north shore of Long Island in southeastern New York.

Global trade has facilitated the widespread invasion of the infectious fungus Batrochochytrium dendrobatidis (Bd), which can cause the lethal chytridiomycosis disease in amphibians. Over 500 species have suffered population decline, and 90 species have gone extinct worldwide.

Stony Brook will conduct research on the current disease landscape of Long Island, NY, specifically looking at the Atlantic coast leopard frog (Rana kauffeldi), an endangered species in New York.

Through the support of the Wild Kingdom grant program, Stony Brook will employ an entirely noninvasive methodological toolkit to survey pathogens without unnecessary stress to amphibians. Infectious Bd spores and Ranavirus eDNA can persist in the water column without a host, enabling the use of water eDNA to detect their presence.

Additionally, Macrobdella leeches are widespread on Long Island and feed preferentially on amphibians presenting an opportunity to test the use of aquatic leeches for pathogen detection via analysis of their blood-meals. Stony Brook will use both water eDNA and leech iDNA to diagnose the status of Bd and Ranavirus, model host-pathogen disease dynamics, and devise evidence-based conservation plans for the long-term management of endangered species.

Thomas More University, Kentucky

Thomas More University is a Catholic liberal arts university of the Diocese of Covington, Kentucky, located 25 minutes from Cincinnati, Ohio. Thomas More’s project will expand their current conservation work focused on the Eastern hellbender (Cryptobranchus alleganiensis alleganiensis), North America’s largest salamander.

This species has declined significantly throughout the species range, and the U.S. Fish and Wildlife Service announced in December 2024 a proposal to list the eastern hellbender as endangered under the Endangered Species Act.

Through the support of the Wild Kingdom grant program, Thomas More will upgrade an existing facility at the campus’s biology field station to allow for needed experimentation and research and to support the entire lifecycle of hellbenders from egg to adult. The expanded laboratory space will house more hellbenders than is currently possible and include five systems for holding hellbenders: large raceways, smaller ancillary tanks, a quarantine tank, a display tank, and two hatcheries.

The revamped facility will monitor conductivity, dissolved oxygen, water flow, pH, temperature, and other physiochemical parameters with conventional probes and novel sensors enabling the evaluation of the performance of such instrumentation.

These proposed upgrades will increase the station’s capability to test various experimental designs, manipulate a variety of parameters, refine husbandry methods, and derive recommendations that will be adopted by facilities across the 15-state network of hellbender working groups.

University of Mississippi

The University of Mississippi, better known as Ole Miss, is located in Oxford, Mississippi. Ole Miss is a large campus, spanning 3,400 acres that include “The Grove”, a 10-acre grassy area dotted with hundreds of oak, elm, and maple trees. 

With the support from the Wild Kingdom grant program, Ole Miss will create and demonstrate the conservation and public health value of aquatic odonate (dragonflies and damselflies) habitat in urban environments, specifically the endangered southern snaketail dragonfly (Ophiogomphus australis).

The campus will use research-informed best practices to create a demonstration aquatic habitat on campus that is ecologically balanced and self-regulating in order to attract and rear odonate species throughout their life cycle. The university aims to attract both common and threatened dragonflies and damselflies, as well as a host of other beneficial species, such as amphibians, birds, and reptiles.

Ole Miss will monitor the created habitat along with unmodified control sites on campus, as well as at a natural pond site at their UM Field Station over several months to assess the wildlife and community benefits of the newly created habitat, including potential impact on local mosquito populations. Dragonflies are valuable sentinel taxa for water and ecological quality, as well as premier predators of invertebrate pest species such as mosquitoes.

University of Nebraska-Lincoln

The University of Nebraska–Lincoln (UNL) is a land-grant university with grounds spanning 861 acres. The campus is divided into City Campus and East Campus, the latter hosting the 5-acre Maxwell Arboretum. The campus serves as a comprehensive arboretum, highlighting regional native plants and trees.

Through support from the Wild Kingdom grant program, UNL will focus its conservation efforts on the southern flying squirrel (Glaucomys volans) on the East Campus; the flying squirrel is listed as threatened in Nebraska. UNL will conduct a habitat-focused tree inventory and canopy assessment to identify mature tree resources, connectivity gaps, and areas with high potential for nesting and movement.

Because southern flying squirrels depend heavily on mature deciduous tree habitat, especially for food resources and cavities or other protected nesting sites, campus tree condition and spatial arrangement are central to their conservation. Additionally, UNL will install and monitor nest boxes in locations identified through the habitat assessment and prior local observations.

The campus will also involve students and campus partners through guided field activities, citizen science, and educational outreach to increase awareness of urban wildlife habitat needs and the importance of retaining and managing mature trees in ways that support biodiversity.

The University of Texas at El Paso

The University of Texas at El Paso (UTEP) is a Hispanic-Serving Institution located along the Rio Grande and directly within the northern portion of the Chihuahuan Desert at the westernmost tip of Texas.

UTEP’s project will investigate how environmental conditions and human disturbance influence the physiology and movement behavior of the eastern black-tailed rattlesnake (Crotalus ornatus) in Franklin Mountains State Park, an urban desert park in El Paso and the largest urban park in the U.S.

In 2025, UTEP successfully deployed biologging sensors on overwintering rattlesnakes in the park that continuously recorded heart rates and body temperatures. This has yielded exciting new questions and insights into how these reptiles’ physiology fluctuates seasonally.

Through the support of the Wild Kingdom grant program, the university will use additional novel GPS trackers and mobile relay gateway stations in the field, with the goal of providing insight into seasonal fine-scaled snakes’ movement and the effect of roads (disturbance) snakes in a protected urban park in the Chihuahuan Desert.

The following strategies will be implemented as part of this grant project: deployment of biologging sensors to monitor physiological bio-markers (heart rate and body temperatures) in free-ranging rattlesnakes across seasons; tracking fine-scale movements in rattlesnakes using miniature GPS trackers to quantify microhabitat use, daily movement patterns, and spatial behavior; setting up mobile gateway relay stations for GPS data retrieval; and studying the influence of environmental conditions and human disturbance (e.g. trails and roads) for measuring human activity levels and inform park managers in strategies to reduce human-snake conflict. 

West Virginia University

West Virginia University (WVU) is a public land-grant research university located in Morgantown. WVU has a sustainable landscapes committee made up of faculty, staff and students, with a goal of managing the campus’ 900 acres of land more sustainably including protecting and enhancing pollinator habitat.

With support of the Wild Kingdom grant program, WVU will create a new habitat that is friendly to both the monarch butterfly (Danaus Plexippus) and the rusty-patched bumble bee (Bombus affinis), which is a federally endangered species, protected under the Endangered Species Act.

WVU will overhaul an existing green roof that currently features overgrown plant vegetation. This existing structure is about 3,900 square feet with full sun and is in a very visible part of campus near the main entrance of the agricultural sciences building. The plant material chosen for this new pollinator habitat will include native species such as heath and aromatic asters and lanceleaf to attract bees and butterflies.

The plants have a variety of bloom periods—including early spring and late fall—to extend the foraging season for insects. This student-led planting will help WVU continue to advance its pollinator conservation efforts; the campus’s first pollinator plot was installed in 2022 and their second plot in 2023. In addition to the planting, the final piece of this project will be student-led crowdsourcing surveys of species using the iNaturalist web tool, pre- and post-garden installation.

Read about the 2025 grant recipients, Colleges & Universities Protect Vulnerable & Endangered Species. Read about the 2024 grant recipients, Wild Kingdom Grant Awardees

About Mutual of Omaha’s Wild Kingdom

Since its network television premiered in 1963, Mutual of Omaha’s Wild Kingdom has been one of the most loved and respected wildlife programs in television history. The Daytime Emmy® nominated Mutual of Omaha’s Wild Kingdom Protecting the Wild, now airing weekends on NBC’s “The More You Know” time block, celebrates stories of conservation success, including the great work of caring, compassionate experts and how they are making a positive impact on the Wild Kingdom. For more information about Mutual of Omaha’s Wild Kingdom, visit their website.

About National Wildlife Federation

Founded in 1936, the National Wildlife Federation is America’s largest and most trusted grassroots conservation organization with 52 state and territorial affiliates and more than six million members and supporters, including hunters, anglers, gardeners, birders, hikers, campers, paddlers, educators, and outdoor enthusiasts of all stripes.

Each year, NWF Graduate Student Research Fellows support the advancement of NWF Education and Engagement programs through dedicated research projects. This research helps to expand the content and development of a variety of efforts across NWF’s Education and Engagement programs while also providing the student Fellows with the opportunity to develop their research and professional skills.

Meet Natalie Charlson

Natalie Charlson, the 2026 National Wildlife Federation Graduate Student EcoCareers Green Jobs Research Fellow, is a third-year Master of Landscape Architecture student at North Carolina State University, with a Bachelor of Science in Parks, Recreation, and Tourism Sciences from Texas A&M University.  

Natalie grew up in Baytown, Texas, surrounded by children due to her parents’ educational careers, spending her life watching how environments shape a child’s confidence, curiosity, and sense of belonging. Her own relationship with nature deepened as a teenager camping along the Frio River at Garner State Park, which set her on a path of public parks and recreation. She is driven by a belief that the natural world is not just a backdrop to childhood, but rather a teacher, which can truly shape who a child becomes.  

At NC State, Natalie has worked with the Natural Learning Initiative, researching state and county-wide outdoor learning environment design and development, and nature-based play in early childhood settings and state parks, building hands-on experience translating to real-world design strategies. A consistent thread of curiosity has been implemented into her studio work: How do we design landscapes that invite people back into relationships with natural systems?  

Through the EcoCareers Green Jobs Research Fellowship, Natalie will bring her human-centered, design-thinking lens to address a question: what makes a green career feel reachable and real to a young person? Drawing on her own non-traditional career path from parks and recreation to landscape architecture, she will examine how the Career Center can better represent the full spectrum of environmental careers.

Not only the expected science and policy tracks, but design, planning, education, and recreation, along with expanding how pathways are framed to include non-traditional routes such as certificates and trade programs for a broader range of aspiring environmental professionals. She will work to ground the platform’s content in real places, connecting users to local programs and sites that can serve as genuine paths into green careers. Recognizing that young people rarely find their path alone, Natalie will develop resources through a mentorship lens, creating content for educators, caregivers, and mentors who help them see what is possible.  

Her long-term goal is to design public landscapes where children and families can play, explore, and grow in connection with the natural world, as she sees this fellowship as a vital bridge between that vision and the young people who will one day build it.  

Meet Kelsey Cronin

Kelsey Cronin, the 2026 National Wildlife Federation Graduate Student Wildlife Education Research Fellow, is a graduate student studying wildlife population ecology at the University of Montana. Originally from southern Oregon, Kelsey has spent the past decade living and working throughout the mountain West, contributing to a variety of natural resource projects related to wildlife conservation.  

Currently, Kelsey’s thesis research focuses on improving understanding of monitoring and management for a sparse, fragmented population of common loons in the Greater Yellowstone Ecosystem. Although loons are an ancient species, modern threats such as climate change, pollution, and ever-increasing human recreation threaten the species’ persistence at the southern edge of its range. Kelsey uses cutting-edge statistical modeling techniques paired with on-the-ground conservation efforts in hopes of bridging the gap between research and applied management.  

Kelsey did not grow up in an outdoorsy family and was instead inspired toward a career in nature from enthusiastic teachers, mentors, and a bedroom shelf full of Ranger Ricks. Outside of her research interests, Kelsey is passionate about recruiting and mentoring aspiring biologists, especially from communities historically underrepresented in conservation spaces. “I hope my participation in this fellowship demonstrates how critical it is to remain optimistic and action-oriented in the face of historic conservation setbacks. I am excited not only to sharpen my skills in science communication and outreach, but also contribute to the NWF’s model of long-term, sustained advocacy for wildlife and habitat conservation.” 

Meet Anna Vaughn

Anna Vaughn, , the 2026 National Wildlife Federation Graduate Student EcoLeaders Research Fellow,  is a current Ph.D. student in Earth Sciences and Environmental Sustainability at Northern Arizona University. Anna has always been drawn to understanding the relationship between people, nature, and conservation efforts. Her love of the outdoors, public lands, wildlife, and environmental education has shaped her path toward applied conservation work focusing on protecting ecosystems and priorities supporting the communities who depend on them.

Anna holds an M.S. in Applied Geospatial Sciences from Northern Arizona University, where her thesis examined climate adaptation and land management on the Colorado Plateau. Her graduate work has combined social science, geospatial analysis, natural resource management, and science communication to address complex conservation challenges across the Southwest. 

As a current Ph.D. student, Anna’s research focuses on culturally informed ecological restoration efforts, community resilience, climate adaptation, and culturally significant plant species. Her dissertation work examines Western Apache relationships with Emory oak acorn harvesting, examining how access, ecological change, intergenerational knowledge, and land management shape the continuation of this important cultural practice.

Through collaboration with Tribal partners and federal agencies, her work aims to support community-informed conservation and adaptation planning. She is especially interested in conservation efforts that are respectful, collaborative, and useful to communities.  

Anna truly admires the National Wildlife Federation’s commitment to advancing science-based solutions that allow wildlife and people to adapt and thrive in a rapidly changing world. She is especially inspired by NWF’s focus on protecting endangered species and threatened landscapes, confronting the climate crisis through collaborative solutions, supporting environmental justice and providing science education tools through the diverse subject material included in the NWF’s EcoLeaders EcoTopic webpages.

Through this opportunity, Anna looks forward to learning more about ecological resilience efforts led by the National Wildlife Federation and affiliate organizations. She is especially excited to build her experience in community engagement and science communication while also helping benefit the organization through  academic research and public outreach to encourage conservation action across diverse audiences through working on updating the EcoLeaders Community platform. 

Congratulations to our new class of Fellows! These Fellows join a national network of current and alumni fellows, many of whom have gone on to lead new businesses, agencies, and programs for sustainability all across the U.S. 

Read their stories and connect with them directly in the NWF EcoLeaders Community. 

Each day of the summit opened with inspiring keynote addresses, followed by sector-specific career panels where industry professionals shared their career paths and engaged with participants through Q&A sessions. The program also featured career development workshops that offered practical networking strategies, actionable career advice, and guidance for experienced professionals seeking to transition into new roles or industries. 

In delivering the Summit’s opening keynote, Àngel Peña, Executive Director of the Nuestra Tierra Conservation Project, emphasized this point, remarking, “We need young folks; we need their vision and their energy and their motivation and their want to change the world.” 

The Demand for Green Job Skills Continues to Grow Across Sectors 

While the annual EcoCareers Summit is grounded in NWF’s commitment to equipping young people with the knowledge and skills to be environmental stewards and change makers, it also responds to a real demand for green skills in the workforce.  

According to LinkedIn’s 2025 Green Skills Report, demand for workers with sustainability-related skills exceeds the available talent supply across industries. Green skills, defined as abilities that help address climate change through mitigation, adaptation, or circular economy practices, are no longer limited to sustainability-focused roles. Instead, they are becoming essential for employability, business competitiveness, and resilience in nearly every sector. 

A Focus on Climate and Biodiversity Jobs 

As the climate and biodiversity crises continue to accelerate and require professionals with sustainability skills, the Summit’s two career panels brought together professionals working in different intersections within these sectors. From justice to security and education to adaptation, the panels shared their individual and varied career journeys and advice for young people looking to pursue careers in these fields.  

In speaking about their own career paths, most of the panelists and presenters noted that the paths that they ended up taking did not end up as linear as they may have imagined while still in school and demonstrated the importance of staying adaptable and open to opportunities that you may not have planned for. 

Noah Fritzhand, Research Fellow, The Center for Climate and Security, encouraged current students to, “Take advantage of opportunities to really dip your toes into a bunch of different areas to get a sense for what you like, and also, really importantly, what you don’t like. I think a lot of experiences have shown me that I’m not that interested in X or I’m not that interested in Y, and I think that’s just as important as figuring out what you are interested in.” 

Building a Network 

A recurring theme throughout the Summit was the importance of building a network as a vital tool for career development, including the value of professional mentors. To help dispel the often-daunting view that many hold regarding networking, Ife Shoola, Leadership Development Professional, hosted a workshop to dig into the ins and outs of the topic and give actionable advice to help individuals who may feel daunted by the concept to build their confidence, and their network. 

Speaking to the importance of networks, Ife shared, “you will find the people that are for you, that will support you, that want to champion your cause, that want to help you move forward in your career, that want to help you get the grad school application going, that want to donate to your nonprofit. They are out there, okay? Don’t go in with a scarcity mindset. Go in with the mindset that you will find those people.” 

To learn more, you can view the archive of Summit session recordings on our NWF EcoLeader YouTube page: EcoCareers Summit 2026 Playlist 

Thank you to GM and Worcester Polytechnic Institute for sponsoring this year’s conference. Thanks also to all the speakers and attendees for making this event an interactive, exciting and dynamic experience for all. 

The natural flood buffers and wetland marshes that once helped reduce storm surge have been replaced by combined sewers and stormwater infrastructure. The lack of natural flood protection, in addition to high levels of pollution, has placed residents at risk before.

A Persistent Risk

During Superstorm Sandy in 2012, “backdoor flooding” from the Creek damaged homes and infrastructure. Floodwaters reached up to 10–11 feet, contaminating homes with saltwater and sewage, leaving many uninhabitable. Because of its geography as a peninsula and projected sea level rise of 6 feet by 2100, Coney Island remains at high risk for future flooding. Inland flooding on major roads is occurring with increasing frequency, disrupting life for residents.

Without robust interventions, Coney Island could be underwater by the end of the century. More immediately, sand from unvegetated dunes in Coney Island Creek Park migrates into streets, storm drains, and adjacent homes, creating a nuisance and additional hazards.

Building Coastal Resilience Through Nature-Based Solutions

Since 2017, the National Wildlife Federation’s award-winning Resilient Schools and Communities (RiSC) program has been educating students, teachers and intergenerational volunteers about climate science, local climate impacts and the nature-based solutions that can mitigate their effects. In 2021, RiSC launched programming in Coney Island with guidance from resident advisors who recounted stories of devastating flooding from both the Creek and the ocean.

Climate Education in Action

Fueled by these stories, and in partnership with NYC Parks and the American Littoral Society, NWF began shoreline restoration efforts at the Creek in 2022 with 80 middle and high school students from five New York City public schools. That year, students planted 6,000 American beachgrass plants in the estuary.

Fast forward to 2026, some 600 students and their teachers from 23 NYC public schools, and about 70 community volunteers, came to plant 40,000 American beachgrass plants in the estuary. Over 100,000 have been planted since 2022 through the RiSC program. 

Creating Habitat for Wildlife

American beachgrass (Ammophila breviligulata) is a native plant with a dense network of roots and rhizomes that can stabilize dunes and provide coastal protection from extreme wave conditions. It also provides numerous ecological benefits including cover for wildlife like native and migratory birds, small mammals, crustaceans and pollinators that call Coney Island Creek Park home. According to FEMA, “primary frontal dunes are often the first line of defense against flooding in coastal regions.”

A new partnership with plant biologists at Brooklyn College will determine the health of the beachgrass plants and how well they are providing functional resilience services for this frontline community.

Celebrating 10 Years of RiSC

For 10 years NWF’s RiSC program has been collaborating with partners to engage students and intergenerational volunteers in hands-on learning activities that mitigate local climate impacts and build both social and ecological resilience. NWF also provides teachers with curricula and professional learning opportunities to expand their knowledge and bring climate and resilience topics into the classroom in ways that center hope, solutions and action.

We thank Allied World and Con Edison for their support of the RiSC program.

To learn more about RiSC visit their website here.

For 11 years, the National Wildlife Federation’s Eco-Schools U.S. program and General Motors (GM) have partnered through the GM Green STEAM Partnership to support student-led environmental action. Through action grants, educator professional development, and mentorship from GM employees, students use the Eco-Schools framework to design and implement projects that strengthen both their communities and their STEAM skills.

During the 2025–26 school year, more than 20 schools participated, bringing environmental education to life through hands-on learning and innovation.

Flint Hill Elementary: Where Nature Becomes the Classroom

At Flint Hill Elementary School, sustainability is far more than a lesson—it’s a student-driven movement guided by the Eco-Code: “Leading our Community to Respect Beneficial Bugs, Learning to be Inspired by Nature, and Growing Habitats for Pollinators.”

Students began by identifying environmental priorities and transforming those ideas into actionable projects. Their work centered on expanding pollinator habitats, increasing recycling efforts, and creating outdoor learning environments where science could be experienced firsthand.

A thriving pollinator garden became a living laboratory where students observed butterflies, hummingbirds, and other pollinators while learning about ecosystems, biodiversity, and plant life cycles. Students helped construct and maintain butterfly feeders, watering stations, and hummingbird feeders, applying scientific observation skills to monitor wildlife activity and habitat health.

Engineering and design thinking came into play as students and volunteers built an 8-by-4-foot raised garden bed. Students explored plant selection, soil composition, and garden design while cultivating pollinator-friendly flowers that supported local wildlife.

Perhaps one of the most exciting examples of STEAM learning was Flint Hill’s Tower Garden project. Through hydroponic growing systems, students discovered how to produce food both indoors and outdoors while exploring concepts such as water conservation, plant biology, and controlled growing environments.

By monitoring light exposure, water levels, and plant growth, students collected data and applied mathematical reasoning to track progress.

The impact extended beyond the classroom. Fresh lettuce and vegetables grown by students were served in the school cafeteria, creating a direct connection between science education and healthy food systems.

Students even designed informational signage to educate their peers about the produce they had grown, blending scientific communication with creativity and visual design.

Flint Hill students also demonstrated the power of civic engagement. Recognizing the role of community partnerships in environmental stewardship, they wrote a letter to Mayor Guccione thanking the town for its green infrastructure and support of pollinator habitats.

Through this project, students practiced communication, advocacy, and leadership skills while gaining an understanding of how local governments contribute to sustainability efforts.

The addition of butterfly benches and outdoor learning spaces further transformed the campus into an immersive environmental classroom where students can observe wildlife, conduct investigations, and connect with nature every day.

Hull Prairie Elementary: Innovation Rooted in Curiosity

At Hull Prairie Elementary (HPI), sustainability thrives through collaboration, creativity, and hands-on exploration.

The school’s Action Team—comprised of students, teachers, and custodial staff—meets monthly to oversee a wide range of environmental initiatives. Nearly 200 students actively participate in projects focused on composting, recycling, habitat restoration, gardening, and even rainbow trout cultivation.

From the beginning, students took ownership of the program. They developed and voted on their Eco-Code, designed educational posters, recorded morning announcements, and shared updates through the school’s learning platform, helping spread sustainability awareness to more than 1,000 students and families.

One of the year’s most impressive accomplishments was the expansion of HPI’s hydroponic growing program. What began as a few hydroponic buckets evolved into a sophisticated indoor growing system featuring 11 hydroponic buckets, a 40-plant hydroponic tower, and a four-tier greenhouse used for seed starting.

These projects provided students with authentic opportunities to explore plant science, engineering design, environmental systems, and data collection. By monitoring growth conditions and experimenting with different growing methods, students gained valuable experience in scientific inquiry and problem-solving.

Learning extended beyond school grounds through partnerships with GrowNextGen and Hertzel Farm. Virtual collaborations and field-based learning experiences introduced students to large-scale agriculture and composting operations, helping them understand how sustainable systems function at both local and commercial scales.

Students then applied what they learned by expanding their own composting efforts at school. Their success has sparked conversations among city officials and community leaders about bringing similar programs to additional schools throughout the Perrysburg Schools.

When challenges arose during a rainbow trout project, students embraced the scientific process by investigating fish deaths through observation, analysis, and dissection. Their willingness to ask questions and seek answers exemplified authentic scientific inquiry.

Their commitment to sustainability also benefited the broader community. Produce grown through hydroponic systems was shared with the school cafeteria and donated to a local food bank, reinforcing the idea that environmental action can have meaningful social impact.

Building Skills for a Sustainable Future

The projects at Flint Hill Elementary and Hull Prairie Elementary showcase the power of combining environmental education with hands-on STEAM learning. Students aren’t just studying science from textbooks—they’re designing systems, collecting data, solving problems, communicating ideas, and collaborating with community partners.

Whether constructing pollinator habitats, growing food through hydroponics, investigating ecological challenges, or advocating for sustainability in their communities, these students are developing the skills needed to thrive in an increasingly complex world.

Through the continued partnership between Eco-Schools U.S. and General Motors, students are learning that sustainability isn’t just about protecting the environment—it’s about developing the creativity, critical thinking, and leadership skills needed to build a better future.

That’s why every fall, my elementary school art teacher would load our class onto a bus and take us to Henderson Bird Viewing Preserve. Together, we’d sit quietly along the banks of the preserve’s wetland and sketch our entries for the Junior Duck Stamp Contest.

While the blazing sun beat down the same as ever, it felt like our class had been transported to an oasis, and the usually quiet desert was teeming with life. Warblers and thrushes darted through the brush. Native waterfowl like mallards and ruddy ducks drifted and dove across the open water.

My pencil was never quite quick enough to capture the fleeting motion, but that didn’t matter to me. It was a way to connect with nature in a place where it can feel so scarce.

But Nevada is only getting drier. The American Southwest is undergoing a severe “mega-drying,” and in Nevada, studies show that nearly 40% of groundwater wells have experienced major water level declines. Groundwater-dependent ecosystems like wetlands shrink as a result.

For waterfowl, that means fewer places to land and feed during migratory season. These small, fragile habitats that support the majority of wildlife in Nevada could disappear altogether.

Nevada’s wetlands rely on conservation efforts from hunters and anglers. In 1934, sportsmen, concerned about dwindling duck populations, rallied around the Migratory Bird Hunting and Conservation Stamp Act, commonly known as the Duck Stamp Act.

Signed by President Roosevelt, the act established the Duck Stamp Program, an annually released stamp featuring wildlife art. The first Duck Stamp was designed by renowned conservationist and National Wildlife Federation’s first president, Jay N. “Ding” Darling.

Today, the U.S. Fish & Wildlife Service holds an annual competition for artists and wildlife enthusiasts to showcase their bird-themed artwork, with the winning design printed on that year’s Duck Stamp. They also host the Junior Duck Stamp Contest, an entry point into conservation for many (including myself).

Not only do these stamps raise awareness for conservation, but the Duck Stamp Program has been one of the most successful tools for funding wetland protection.

Since its inception, the Duck Stamp has raised over $1.3 billion dollars and protected over 6 million acres of habitat for waterfowl and countless other species. Artist or not, you can help support wetland conservation. 98% of the proceeds of the Duck Stamp go directly towards acquiring and protecting wetland habitat for the National Wildlife Refuge System.

Those who are interested in entering the 2026 Duck Stamp Contest can submit their art to the U.S. Fish & Wildlife Service Headquarters from June 1 to August 15, 2026. This year, contestants can choose from this list of approved species to feature on their design:

• Cackling Goose
• Blue-winged Teal
• Mottled Duck
• Long-tailed Duck
• King Eider

You can learn more about the Duck Stamp Contest submission guidelines here.

What began as a collaboration pairing LG’s immersive 3D Times Square displays with NWF’s Certified Wildlife Habitat programs quickly grew into something more impactful—an effort that blended education, storytelling, community action, and active employee involvement, including LG employees planting a certified pollinator garden with NWF, building 150 birdhouses, and planting native species on LG’s campus in New Jersey.

This Endangered Species Day, we want to celebrate the students and educators who make learning about local wildlife and endangered species a priority. NWF asked K-12 teachers and students to make a pledge to learn about vulnerable and endangered species where they live. As an incentive, LG provided prizes 4K Ultra Short Throw Projector and a 32-inch Smart Monitor Swing.

Congratulations to the winners!

• Everleigh M., 3rd grader, Illinois
• Laura Z., educator from Green Hope Elementary School, North Carolina

“One endangered animal that lives in Illinois is a yellow mud turtle. It is important to me because a yellow mud turtle has a varied diet, which helps them find food in different places. That’s why I think a yellow mud turtle is very unique.”

– Everleigh M., 3^rd grader

“Teaching about wildlife, habitat, and environmental stewardship is essential because it helps students understand that people, animals, and plants are connected and that our choices affect the places we all share. When young people learn how habitat loss, pollution, and climate change harm species and ecosystems, they gain the knowledge and skills to make better decisions—like conserving resources, supporting habitat restoration, and advocating for fair policies—that protect biodiversity and ensure clean air, water, and healthy communities for future generations. Exploring these concepts also helps to build the critical thinking, empathy, and real-world problem-solving abilities that will be used in careers and civic life.”

– Laura Z., educator from Green Hope Elementary School, North Carolina

We are so inspired by so many thoughtful and varied entries highlighting vulnerable and endangered species across the country, take a look at more of our student entries on why wildlife matters.

“Golden cheeked warblers are important to me because they are the only bird species that exclusively nest in Texas. They use Ashe juniper tree bark to make nests and mostly sew it together with spider webs.”

– Aapthi A., 3^rd grader

“The little brown bat is important to me because of the amazing role it holds in the ecosystem. Without it, everything would fall apart. It eats insects (at least half their body weight!) every night, which controls the bug population near their roosts.”

– Samantha C., 5^th grader

“Sea turtles are important because they are helping the ocean be clean because they act like marine gardeners.”

– José C., 6^th grader

“The Florida panther is important to me because it represents the wild beauty and uniqueness of Florida’s natural habitats. What makes the Florida panther unique is its ability to survive in swamps and forests, its powerful build, and its role as a top predator that helps keep ecosystems balanced. Saving the panther means protecting the land it needs to live, which also helps many other species.”

– Carlos S., 7^th grader

“I think that they [rusty patch bumblebees] are very unique and it is really cool how they move and look.”

– Hallie B., 8^th grader

Learn more about Endangered Species Day and download NWF’s endangered species coloring book!

Test your knowledge of vulnerable and endangered species highlighted in the LG series:

• Did you know the red wolf is the most endangered wolf in the world? Watch the red wolf on LG’s 3D Times Square billboard in NYC.
• Can you identify a monarch butterfly? Watch the monarch butterfly on LG’s 3DTimes Square billboard in NYC.
• What little owl lives in a cactus? Watch the Cactus Ferruginous pygmy-owl on LG’s 3D Times Square billboard in NYC.
• What animal is called the mermaids of the sea? Watch the West Indian manatee on LG’s 3D Times Square billboard in NYC.

Kids’ Corner:

• Celebrate Endangered Species (May 15)
• Plant a Tree for Wildlife
• Watch a Bat Ballet
• 5 ways You Can Help Endangered Species

Interested in more resources on wildlife?

Check out NWF’s Wildlife and Nature Education webpage to learn more about native wildlife and access tools and activities to engage kids and families.

For more information about LG’s STEM education and Endangered Species series, visit their website.

What happens in this courtyard extends far beyond its borders. Students are taking the lead on projects that matter to both their communities and the planet. Fresh produce grown in the garden is donated to families and local food banks. A student-led partnership with local businesses and Rutgers University resulted in the installation of a rain garden, designed to absorb stormwater runoff. These same students went on to teach others how to build their own rain gardens.

And Lincoln Middle School is not alone.

Across New Jersey, schools are stepping up through the Eco-Schools U.S. program, a global sustainability initiative operating in over 100 countries and administered in the U.S. by the National Wildlife Federation. Supported in New Jersey by the PSEG Foundation and New Jersey Audubon (a NWF affiliate), the program empowers students to take meaningful environmental action in their schools and communities.

“Through our partnership with the National Wildlife Federation, we’re able to create engaging, hands-on learning opportunities for our students that are rooted in community impact, environmental responsibility and leadership development,” said Maria Spina, Senior Manager of the PSEG Foundation & Corporate Social Responsibility. “This program gives young people practical ways to engage within their own communities and inspires them to make positive change in their environment. We’re grateful to work with partners like the National Wildlife Federation as we collective help build a greener, cleaner and friendlier New Jersey that our children can thrive in.”

The impact is wide-ranging. Some schools have created free campus “thrift stores” to support students in need. Others are planting dune grass to combat coastal erosion, building pollinator gardens, launching seed libraries, and even raising fish in classroom aquaponics systems. Students are testing water quality in local streams and leading clean-up efforts that directly improve their neighborhoods.

At the heart of Eco-Schools U.S. program are more than 60 “Action Cards”—student-driven projects focused on Climate Change, Wildlife and Biodiversity, and Healthy Communities. Schools earn points for completed projects as they work toward certification levels from Bronze to the prestigious Green Flag. In 2025, ten New Jersey schools—including Lincoln Middle School—achieved Green Flag status, demonstrating exceptional commitment to sustainability.

And educators are seeing the difference. As one teacher shared, the program transforms students’ care for the planet into meaningful, student-led action—building academic skills, confidence, and community impact.

Programs like Eco-Schools U.S. show what’s possible when students are empowered to lead. They’re not just learning about sustainability, they’re practicing it, shaping it, and proving that meaningful change can start right at school and in communities.

To learn more about how schools across New Jersey are making a difference, visit the New Jersey Audubon website.

Roberta Hunter is the Education Program Manager for New Jersey Audubon (NJA) an NWF affiliate. Roberta is responsible for implementing Eco-Schools U.S. in schools across New Jersey.

Each year, participating schools receive action grants to implement STEAM and sustainability projects. Schools are supported through professional development opportunities, paired with dedicated mentors from General Motors, and use the Eco-Schools platform to work toward certification.

In the 2024–25 school year, 20 schools across Michigan, New York, and Ohio participated. Eight schools achieved Green Flag certification, along with two at the Gold level and two at the Silver level. These accomplishments were made possible through the continued partnership with General Motors, which provided critical funding for school projects and engaged more than 20 employee mentors across participating schools.

This year’s cohort builds on that momentum, with students designing, testing, and implementing projects that reflect both their local environments and creative problem-solving. Across participating schools, youth are applying STEAM skills to explore solutions such as restoring ecosystems, enhancing biodiversity on school grounds, and analyzing how human systems impact environmental outcomes.

From Planning to Action: A Visit to MS2TC

Since stepping into the role of Manager, Education for Sustainability for the Eco-Schools program in early 2026, Rhyanna Morgan has had the opportunity to see this work up close. During her first school visit, she traveled to the Middle School Mathematics Science Technology Center (MS2TC) in Warren, Michigan, where she met with educator Tuyen Duddles and her 7th grade science students.

At MS2TC, Eco-Schools is a deeply embedded part of the student experience; students look forward to participating in a project that integrates scientific research, design, and hands-on problem-solving with Ms. Duddles as they move through the grades. During her visit, Morgan met with student groups as they shared their plans for the upcoming growing season. Their ideas ranged from designing and constructing insect hotels and butterfly gardens to planting a white oak tree, installing water collection systems, and building birdhouses.

What stood out most was the depth of student research and planning behind each project. Students carefully considered spacing and habitat needs, calculated material requirements and project costs, researched sustainable materials, and identified community organizations they could partner with for support. Seeing both their planning process and the schoolyard habitat where these projects will come to life highlighted the powerful combination of inquiry, data-driven decision-making, collaboration, and hands-on STEAM learning that defines the Eco-Schools program.

On the same day, GM Mentor Elizabeth Donoghue—who has supported MS2TC in previous years—visited additional 7^th grade classes, continuing her partnership with the school. Mentors like Elizabeth play a critical role in connecting students to real-world applications and careers, helping to inspire the next generation of environmental leaders in STEAM.

Student Leadership in Action: Hayes Elementary School

Across Metro Detroit and beyond, participating schools are already demonstrating the impact of this approach. At Hayes Elementary School in Westland, Michigan, environmental stewardship is embedded in daily learning through student leadership and hands-on STEAM exploration. This work is supported by a dedicated Green Team of educators and staff, headed by art teacher and Green Team Leader, Christine Lakatos.

This year, students participated in a citizen science–based investigation using Metroparks science kits focused on birds and watersheds, integrating science inquiry with hands-on modeling and observation. Working with authentic science tools and materials, students observed, compared, and identified bird species using images, audio recordings, and physical specimens. They analyzed bird calls, examined feathers and eggs, and explored adaptations by modeling bird beaks with different tools to understand how form relates to function. Students also measured wingspans and investigated sensory adaptations, applying both scientific observation and mathematical thinking.

Students extended their learning through a hands-on watershed modeling activity. By constructing landform models and simulating rainfall, they observed how water moves through a watershed and how human development can influence runoff and water quality. Through this process, students collected and interpreted observational data, identified patterns, and explored the environmental impact of everyday decisions, while connecting scientific concepts to real-world systems.

Hayes students also continued to maintain and expand their Schoolyard Habitat, applying ecological knowledge through ongoing, student-led stewardship. They engaged in seasonal maintenance activities such as planting, weeding, watering, harvesting, and seed collection, learning how these actions support plant life cycles, biodiversity, and habitat health. Students monitored changes over time, reinforcing connections between data, observation, and environmental outcomes.

From detailed project planning in middle school classrooms to schoolwide initiatives led by elementary students, these schools demonstrate how education can inspire meaningful environmental action. With continued support from General Motors, educators, mentors, and community partners, students are actively applying STEAM skills, like analyzing data, designing solutions, and communicating impact, to shape a more resilient and sustainable future.